Teacher’s Name: Mr. Phillips Lesson #: One Facet: Self-Knowledge Grade Level: 11-12 Numbers of Days: 1-2 Days Topic: Literary Analysis
PART I:
Objectives Students understand that there are two major textual themes in the novel. Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism. Students will be able to decide what the two major themes are. Product: Virtual Diagram
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: English Grade Level: 11-12 Domain: Reading - Literature Cluster: Key Idea and Details Standards: 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. Rationale: By developing a beginning understanding of the text through reading the first assigned portion, and creating an idea of what the themes present are.
Assessments
Pre-Assessment: (Lesson 1 only) Administer a survey assessing understanding of philosophical themes in the book Formative (Assessment for Learning) Section I – checking for understanding during instruction Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels. Section II – timely feedback for products (self, peer, teacher) Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. There is no peer assessment for this stage. Summative (Assessment of Learning): (50 Points) Create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience.
Integration Technology: By requiring the use of a Type-2 technology (a blog, as it is here), students will have hands-on experience with regular, consistent technology use. Content Areas: Art: By creatively designing a blog on a completely individual basis, in terms of both aesthetics and content, students will be engaging in an artistic area of content in addition to the given English content.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, and then share with the rest of the class. Section II – Groups and Roles for Product Create an online, digital diagram which contrasts two major themes and their importance. Students will enable such diagrams to be publicly viewable so that students will provide group feedback for one another. All groups of students will be counted off by the instructor.
Differentiated Instruction
MI Strategies Verbal: Students will have the opportunity to write extensively. Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams. Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content. Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class. Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method. Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products. Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.' Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Plan for accommodating absent students: Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology: Virtual Diagram, allowing an online, interactive, group experience which can be accessed by any student at any time, whether by his or her self or otherwise. Gifted Students: 'Gifted' students will expound on the philosophical concepts which are beginning to be introduced so that later in lessons they are able to guide discussion.
Materials, Resources and Technology Laptops, markers, blank paper, handouts, rubrics, copies of the novel, whiteboard
Source for Lesson Plan and Research TimeRime One option for where students can create their timelines. Graphic Organizers Graphic Organizers the students will need. Cooperative Learning Strategies CLS that students will be using.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: Small groups at tables.
Content Notes Students will know….. Day One (80 Minutes) Attendance will be taken after students are seated. This should take no more than 2 minutes. (Pre-Assessment) The lesson is to begin by having students fill out a survey (attached), assessing knowledge of philosophical concepts that will be presented throughout the unit. This assessment is ungraded, but please collect them afterward and place them in the folder labeled appropriately on my desk. After they’ve finished, please have the students engage in a conversation discussing what they think the principles addressed on the assessment were/are. Do not tell them what they are, this will be an ongoing process. This should take about 15 minutes. (Hook) Students should then go around the class, and announce one thing which is important to them on an individual level. This question is intendedly open-ended. This should take around 3 minutes. (Lesson Activity One) Students will read aloud for around 25 minutes, taking turns in doing so and taking brief periods to pause and discuss at apparently important intervals. (Lesson Activity Two) After the reading is complete, and you have reached a perceived stopping point, engage in a 25 minute discussion of the reading, specifically on what themes they feel are developing, what has happened, what they think will happen next, and what, of all of these discussion points, is important to each student as well as why. Incorporate the hook activity into discussion. (Lesson Activity Three) Use the last 10 minutes of class to get a few brief ideas of what students think the themes are, and assign the next portion of the book to them for the following class.
Day Two Attendance will be taken after students are seated. This should take no more than 2 minutes. (Lesson Activity One) Students will sit at their group tables and briefly discuss the assigned reading. The groups will come to a consensus on what the most important aspect of the reading was (for any reason that they can surmise), and each group will announce the concept to the class. The concepts will all be put on the board before the students are guided into a discussion on them, and whether or not each group agrees that the other groups' opinions are valid. (25 Minutes) (Lesson Activity Two) Students will decide on which two themes are the most important, first individually, and then in groups (Think-Pair-Share), and will ultimately decide, as a class, what the two major textual themes are (their individual ideas and the class' ideas can be different). They will engage in a detailed conversation defending their ideas, relating evidence from the text and from their own lives to support their stances. The two primary themes which the class has decided on will be written on the board, and will remain there until they can be refuted in future classes with new textual evidence from the readings. (25 minutes) (Lesson Activity Three) Students will begin work, individually, on their venn diagram handouts to contrast their individually decided upon themes. This will be the starting point for the summative assessment. (20 minutes) (Lesson Activity Four) The remaining ten minutes, or so, of class will be used to detail the summative assessment and assign it.
Students will understand that there are two major textual themes in the novel. They will approach a comprehensive understanding of content in order to better contribute to subsequent lessons. CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. Students will sit down and have an open discussion about what is important to them in their lives before delving into content as a hook. Where, What, Why, Hook Tailors: Verbal
Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism. Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, discussing themes such as lack of nature or more major themes, and then share with the rest of the class. Students will be given the option to listen to a radio program similar to the one that the focal characters were on as children in order to develop a better understanding during this time. Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels. Equip, Explore, Rethink Tailors: Logic, Visual, Kinesthetic, Intrapersonal, Interpersonal, Naturalist, Musical.
Students will be able to decide what the two major themes are. Instructor feedback will be thorough and timely. Students will ultimately create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience. This assignment will be prefaced by the creation of the graphic organizers in the class preceding the assignment after having been divided into groups to reflect on one another's work. They will be organized into the aforementioned groups by the instructor. Explore, Experience, Revise, Refine Tailors: Logic, Verbal, Interpersonal, Intrapersonal
Students will self-assess using the same rubric as the the instructor so as to level the playing field in terms of grading. Feedback will always be a priority, so rubrics will be graded during the presentations and fully ready by the following class. The diagram products are only the beginning stages of a greater understanding and expansion of the product into the ultimate summative assessment.
Handouts
Graphic organizer skeleton, rubric, introduction to the unit
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Assignments will be clearly planned out, and students will be notified well in advance of each due date. They will have the opportunity to use the same rubric as the teacher to ensure success.
Microscope: Assignments will be oriented toward closely examining the thematic principles of the text and their relation to one another, as well as to the lives of the students examining the material.
Puppy: Assignments will be largely group-oriented and largely feedback-oriented.
Beach Ball: Students will be asked to integrate creativity and individualization to their summative assessments.
Rationale: Regardless of experience, level of comfort, or initial comprehension of content, students will be immersed in an environment catered to each and every learning style, will feel comfortable, and will ultimately succeed.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels.
Summative: Create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience.
Rationale: Through mandating a degree of creativity, utilizing Type II technology, and creating a straightforward, content-oriented assessment, students will come to fully understand the themes and concepts present.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: See content notes
CCSS: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text.
Facet: Self-Knowledge
Rationale: Students will garner knowledge of content and the self through relation of the text to real world applications.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams.
Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content.
Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class.
Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method.
Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products.
Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.'
Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme.
Type II Technology: Virtual Diagram
Rationale: Its being shareable and viewable by an audience of any scale, and by making it wholly comprehensive, the diagram will clearly outline, to entire classes or entire countries, a student's views in a way that would be otherwise impossible.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: (C) Through methods of checking for understanding and various forms of general assessment, as well as in-class discussions on individual relationships with the content, the lesson will be reflective, informative, and creative through a number of options and means.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: (D) The summative assessments expected of students are all oriented toward Type II technology, and are small parts of a larger unit. Each assessment leads the class into discussion, and further their understandings of the content through reflection and understanding gained from the assessments.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Phillips
Lesson #: One
Facet: Self-Knowledge
Grade Level: 11-12
Numbers of Days: 1-2 Days
Topic: Literary Analysis
PART I:
Objectives
Students understand that there are two major textual themes in the novel.
Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism.
Students will be able to decide what the two major themes are.
Product: Virtual Diagram
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: English
Grade Level: 11-12
Domain: Reading - Literature
Cluster: Key Idea and Details
Standards: 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text.
Rationale:
By developing a beginning understanding of the text through reading the first assigned portion, and creating an idea of what the themes present are.
Assessments
Pre-Assessment: (Lesson 1 only)
Administer a survey assessing understanding of philosophical themes in the book
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels.
Section II – timely feedback for products (self, peer, teacher)
Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. There is no peer assessment for this stage.
Summative (Assessment of Learning):
(50 Points) Create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience.
Integration
Technology:
By requiring the use of a Type-2 technology (a blog, as it is here), students will have hands-on experience with regular, consistent technology use.
Content Areas:
Art: By creatively designing a blog on a completely individual basis, in terms of both aesthetics and content, students will be engaging in an artistic area of content in addition to the given English content.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, and then share with the rest of the class.
Section II – Groups and Roles for Product
Create an online, digital diagram which contrasts two major themes and their importance. Students will enable such diagrams to be publicly viewable so that students will provide group feedback for one another. All groups of students will be counted off by the instructor.
Differentiated Instruction
MI Strategies
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams.
Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content.
Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class.
Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method.
Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products.
Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.'
Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology:
Virtual Diagram, allowing an online, interactive, group experience which can be accessed by any student at any time, whether by his or her self or otherwise.
Gifted Students:
'Gifted' students will expound on the philosophical concepts which are beginning to be introduced so that later in lessons they are able to guide discussion.
Materials, Resources and Technology
Laptops, markers, blank paper, handouts, rubrics, copies of the novel, whiteboard
Source for Lesson Plan and Research
TimeRime One option for where students can create their timelines.
Graphic Organizers Graphic Organizers the students will need.
Cooperative Learning Strategies CLS that students will be using.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: Small groups at tables.
Content Notes
Students will know…..
Day One (80 Minutes)
Attendance will be taken after students are seated. This should take no more than 2 minutes.
(Pre-Assessment) The lesson is to begin by having students fill out a survey (attached), assessing knowledge of philosophical concepts that will be presented throughout the unit. This assessment is ungraded, but please collect them afterward and place them in the folder labeled appropriately on my desk. After they’ve finished, please have the students engage in a conversation discussing what they think the principles addressed on the assessment were/are. Do not tell them what they are, this will be an ongoing process. This should take about 15 minutes.
(Hook) Students should then go around the class, and announce one thing which is important to them on an individual level. This question is intendedly open-ended. This should take around 3 minutes.
(Lesson Activity One) Students will read aloud for around 25 minutes, taking turns in doing so and taking brief periods to pause and discuss at apparently important intervals. (Lesson Activity Two) After the reading is complete, and you have reached a perceived stopping point, engage in a 25 minute discussion of the reading, specifically on what themes they feel are developing, what has happened, what they think will happen next, and what, of all of these discussion points, is important to each student as well as why. Incorporate the hook activity into discussion.
(Lesson Activity Three) Use the last 10 minutes of class to get a few brief ideas of what students think the themes are, and assign the next portion of the book to them for the following class.
Day Two
Attendance will be taken after students are seated. This should take no more than 2 minutes.
(Lesson Activity One) Students will sit at their group tables and briefly discuss the assigned reading. The groups will come to a consensus on what the most important aspect of the reading was (for any reason that they can surmise), and each group will announce the concept to the class. The concepts will all be put on the board before the students are guided into a discussion on them, and whether or not each group agrees that the other groups' opinions are valid. (25 Minutes)
(Lesson Activity Two) Students will decide on which two themes are the most important, first individually, and then in groups (Think-Pair-Share), and will ultimately decide, as a class, what the two major textual themes are (their individual ideas and the class' ideas can be different). They will engage in a detailed conversation defending their ideas, relating evidence from the text and from their own lives to support their stances. The two primary themes which the class has decided on will be written on the board, and will remain there until they can be refuted in future classes with new textual evidence from the readings. (25 minutes)
(Lesson Activity Three) Students will begin work, individually, on their venn diagram handouts to contrast their individually decided upon themes. This will be the starting point for the summative assessment. (20 minutes)
(Lesson Activity Four) The remaining ten minutes, or so, of class will be used to detail the summative assessment and assign it.
Students will understand that there are two major textual themes in the novel. They will approach a comprehensive understanding of content in order to better contribute to subsequent lessons. CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. Students will sit down and have an open discussion about what is important to them in their lives before delving into content as a hook.
Where, What, Why, Hook
Tailors: Verbal
Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism. Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, discussing themes such as lack of nature or more major themes, and then share with the rest of the class. Students will be given the option to listen to a radio program similar to the one that the focal characters were on as children in order to develop a better understanding during this time. Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels.
Equip, Explore, Rethink
Tailors: Logic, Visual, Kinesthetic, Intrapersonal, Interpersonal, Naturalist, Musical.
Students will be able to decide what the two major themes are. Instructor feedback will be thorough and timely. Students will ultimately create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience. This assignment will be prefaced by the creation of the graphic organizers in the class preceding the assignment after having been divided into groups to reflect on one another's work. They will be organized into the aforementioned groups by the instructor.
Explore, Experience, Revise, Refine
Tailors: Logic, Verbal, Interpersonal, Intrapersonal
Students will self-assess using the same rubric as the the instructor so as to level the playing field in terms of grading. Feedback will always be a priority, so rubrics will be graded during the presentations and fully ready by the following class. The diagram products are only the beginning stages of a greater understanding and expansion of the product into the ultimate summative assessment.
Handouts
Graphic organizer skeleton, rubric, introduction to the unit
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Assignments will be clearly planned out, and students will be notified well in advance of each due date. They will have the opportunity to use the same rubric as the teacher to ensure success.
Microscope: Assignments will be oriented toward closely examining the thematic principles of the text and their relation to one another, as well as to the lives of the students examining the material.
Puppy: Assignments will be largely group-oriented and largely feedback-oriented.
Beach Ball: Students will be asked to integrate creativity and individualization to their summative assessments.
Rationale: Regardless of experience, level of comfort, or initial comprehension of content, students will be immersed in an environment catered to each and every learning style, will feel comfortable, and will ultimately succeed.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels.
Summative:
Create an online, digital diagram which contrasts two major themes and their importance. The digital diagram can be created using a number of online resources, but is ultimately up to individual choice and discretion. The diagram should be visually appealing and representative of creativity, individuality, and the personality of its creator. It is to cover content as wholly as the previous assignments, and must be carefully formatted and/or presented in order to optimize viewing ability of the audience.
Rationale: Through mandating a degree of creativity, utilizing Type II technology, and creating a straightforward, content-oriented assessment, students will come to fully understand the themes and concepts present.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See content notes
CCSS:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text.
Facet: Self-Knowledge
Rationale: Students will garner knowledge of content and the self through relation of the text to real world applications.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams.
Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content.
Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class.
Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method.
Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products.
Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.'
Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme.
Type II Technology: Virtual Diagram
Rationale: Its being shareable and viewable by an audience of any scale, and by making it wholly comprehensive, the diagram will clearly outline, to entire classes or entire countries, a student's views in a way that would be otherwise impossible.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: (C) Through methods of checking for understanding and various forms of general assessment, as well as in-class discussions on individual relationships with the content, the lesson will be reflective, informative, and creative through a number of options and means.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: (D) The summative assessments expected of students are all oriented toward Type II technology, and are small parts of a larger unit. Each assessment leads the class into discussion, and further their understandings of the content through reflection and understanding gained from the assessments.